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TERM 2 Good Manners Information Sharing Growing Accepting Environments Preparation: Photocopy the monsters. Read this story to the learners:

The day a monster came to school When Andy got on the bus on the first day of school, he saw a monster and was very surprised! He did

not know that monsters were allowed to go to school. But there the monster was. It was making

all kinds of noise and would not sit down. It climbed on the seats and put its head out the window. It

took up so much room that Andy had no place to sit! “Wow, that monster sure is noisy! I’ll bet it isn’t

even supposed to be here,” Andy whispered to Vivian.

But Andy’s teacher was not at all surprised to see the monster enter the classroom. It pushed ahead of

everyone, grabbed a box of toys, and dumped them on the floor! When Andy and the other

children sat at their places, the monster started to throw the toys!

“Stop that!” cried the teacher. “Even monsters aren’t allowed to throw toys!” The monster dropped the

toys and started screaming. It screamed so loudly that no one could hear the teacher.

“Be quiet!” The teacher finally said. The monster stopped screaming, and the teacher said, “It is time to

play outside.” Everyone stood up and walked to the door. Everyone except the monster. It

RAN out the door without waiting for directions.

Outside, the monster continued to behave like a monster. It pushed some children and took toys from

others. It climbed up the slide the wrong way and sat at the top so no one else could slide

down.

When the students returned to the classroom, the teacher tried to read them a story, but the monster

shouted and laughed, and no one could hear. Then it pulled the toys off the shelves again!

It just would not listen.

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At lunchtime, the monster grabbed other people’s sandwiches. It dropped food on the floor and spilled

milk. Later, when it was time to paint, the monster ran around the room painting big, black lines on the

children’s paintings. When the children formed a circle and tried to sing, the monster jumped around

and stepped on their toes. It pounded on the piano until the teacher had to close it. At rest time the

monster laughed and talked and poked the children.

“Come here!” said the teacher, who was finally very angry.

“You are a real monster! Monsters are not allowed in school. Go away and never come back!”

And do you know what happened? The monster burst into tears! Everyone was astonished.

“I’m sorry!” cried the monster. “I’ve never been to school before. I did not know it was against the rules

to shove and run and push, or to grab and throw things. Please don’t tell me I can’t

come back! I like school and will try to learn if you all will help me.”

The teacher asked the children what they thought. The children decided to make a list of rules. They

would let the monster stay if it followed the rules. The monster promised he would try his

best.

(You COULD stop reading here, and discuss the things the monster should

not have done at school, and make a list of rules for your classroom, or

you could continue reading and do it at the end)

The next day, the monster came into the classroom quietly and got right to work. He made sure to share

his things and help his neighbours. When it was lunchtime, he lined up quietly and walked to the

cafeteria. He ate his food nicely and when it was recess time, he slid down the slide the right way and

took turns playing with his friends.

During read aloud, he sat still and was an active listener. At the end of the day, the teacher asked the

kids how they thought the monster did.

“He was a good listener,” said Andy. “I liked playing with him at recess,” replied Vivian. The teacher then

asked the monster how he felt. “I think I did a great job playing, sharing, and listening,” he said. “I agree!

You should be very proud of your hard work,” said the teacher. The monster went home feeling very

happy with himself and couldn’t wait for the next day of school!

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Discuss good manners at school and at home.

See list below to help you to start your discussion: Basic Manners for Children

1. Always greet other people- teach your children to make eye-contact and to greet people

properly e.g: Hello, Mrs Marais

2. Say “Please” and “Thank you”. It shows respect and appreciation and when they are

thanked to reply with “It’s a pleasure” or “You’re welcome!”

3. Clean up after yourself. Whether at home or at a friend’s clean up your own mess.

4. Wait your turn and don’t interrupt when others are talking.

5. No name calling. Even if it is in “fun” name calling hurts.

6. Good sportsmanship. After playing a game (sports, cards, board game),no matter what

the outcome is, be pleasant. If you are the winner don’t gloat and if you lose don’t sulk!

7. Accept compliments graciously and say “thank you”

8. Open doors for others. When going in to a building stand back for older people and boys

stand back for girls. When preceding others into a building don’t let the door slam into

the person behind you but hold it until the person can grab it. If someone holds a door

for you remember to say “thank you”.

9. Exiting/entering etiquette. Allow people to come out of a lift before you enter. The

same applies to entering and exiting a room.

10. Respect differences. People do things differently to the way in which your family does them because of their culture, race or religion and we need to respect those differences.

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Now play the monster game: How to play the game: These monsters need a bit of help with their manners! Some of them have very good manners and get to go in the closet. Some of them have very bad manners and need to go under the bed. Children get to read what these silly monsters have to say and put them in the correct spot.

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Term 3

Grade 1 Term 3

Information Sharing I am able/I am unable/I am disabled

Read and discuss Ashley’s story. (Talk about ways in which she is the same as her peers and ways in which she is different, things she can and things she cannot do.)

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Enjoying the Beach

Well, I'm so happy that you decided to visit my page on

BandAides. It's the next best thing to getting to know the

real me in person. My name is Ashley, and my 7th birthday

party was on April 29th, way up north in Buffalo, New York.

Pretty soon I will be a kindergarten graduate. In fact,

after June 18th, 2007, you can consider me a first grader.

I have a list of medical diagnoses so long that I'm sure you

would agree with everyone who knows me that this

graduation is a huge milestone (whatever that means) for

my whole family!

I live with my Mom and Dad in a tall apartment building. I

don't have any brothers or sisters, but I have the BEST

grandparents, great-grandparents, aunts, uncles, and Gizmo

(my grandma's dog). We all live close to one another so we

get together a lot. I enjoy my family very much!

I bet you already guessed that I live in Buffalo, NY. I

really like it there because we get to enjoy all 4

seasons...Winters full of snow and hot chocolate, Springs

full of flowers, budding trees, green grass, Summers full of

comfortable sun (sometimes it's a little too hot!), playing

outside and swimming, and Falls with beautiful leaves and

trips to Fall fests and pumpkin farms. I also love our zoo,

our libraries, my school, and going to visit Daddy at work

(he works in the pharmacy at a big hospital)! I wish that

we had a Disneyland close by and I wish we lived near Bikini

Bottom so I could play with SpongeBob.

There are some things about me that are pretty unusual,

and other things, lots of other things, that make me more

like my friends than different from them. First the

differences, so I can get them over with... my body has had

to put up with having about a zillion medical problems

(don't worry if you don't know what they all mean, they

certainly confuse me!): SCID-ADA (that's a shortcut for

severe combined immunodeficiency and adenosine-

deaminase deficiency), adrenal insufficiency,

hypothyroidism, hypertension, psoriasis, delta

agranulocytosis clotting disorder, auto-immune hemolytic

anemia, herpes simplex keratitis, pulmonary fibrosis, GERD

(that stands for gastroesophageal reflux disease), and

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finally, tada, RAD (a shortcut for reactive airway

disease...something like asthma). To keep me as healthy as

possible, I live with my wonderful family, and I take about

13 medicines every day, injections twice a week, and liquid

medicine into something called a mediport on my body

every other week (don't worry, a mediport is an excellent

idea because it means that I don't have to get stuck with

needles any more than I already do!).

Dressing up and ready to party!

You're probably wondering why I told you that there's so

much about me that is NOT different from other children.

Here's a list of the whys...I love to watch Nickelodeon,

especially SpongeBob and Drake and Josh. I love the

Harry Potter, Lemony Snickett, and Karate Kid movies and

the old show Punky Brewster. I also love to color and play

school. I enjoy playing with my Bratz, swimming with my

friends at the pools where we live, and spending time with

my family! I also really like to impress everybody with my

reading skills. I am learning the Wiccan path from Mommy

and love to hear stories about the God and Goddess.

The things I like best about me are that I am a good

friend, I like to talk to people, I am nice, I am pretty,

Mommy says I am SO BRAVE, and I love life and live it to

the fullest! Things I'd like to get better about are not

always asking to get new toys...or at least being more

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patient everytime we go the store, and not wanting to eat

snacks all the time.

Of course if I has a magic wand that really worked, I'd

want to go "swish" with it and make all of those conditions

vanish. That would be so cool...then I'd be able to do

absolutely everything that the other things kids do without

their even thinking about it.

Want to know what's been great about kindergarden? I

love my teachers, my aide and the school nurse, and my

school is right by home so I know Mom and Dad are always

so close by. I wish I could run and play in gym like the

other kids but because one of those conditions I told you

about is a bleeding disorder, I can't. So art and music are

my favorite subjects. I also like lunchtime so I can talk to

my friends and enjoy free play! This is the first year I

have been healthy enough for school so this is the first

time I have had friends and I love it - everyone in my class

is awesome! My best friends at school are Thomas,

Arianna, Kacey, Jacob and Morgan. Everyone knows that I

have special needs so everyone helps protect me and look

out for me! I love that.

One time some kids at school said I was chubby. I cried

alot and the teacher told my mom. So Mommy and I put

together a presentation for the class about how some of

the medicines I take make me gain weight and appear

different. After that the kids never made fun of me

again. I think if you have a problem with someone, you have

to talk to them and explain to them that what they said

hurt your feelings so they won't do it anymore. At least

that's what I did.

Blessings to you all for taking a break from your busy lives

to read my little story. Ashley

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Discussion: Let’s think of things we are able to do: There are things we are able to do without even thinking- e.g. we keep breathing even when we are sleeping, we walk and talk, we climb trees and we eat our lunch. There are some things we are able to do because we have learnt to do them e.g. here allow the children to come up with some ideas. (read and write, ride a bicycle etc) Sometimes we are able to do something but we may be afraid to do it e.g. we may be afraid to stand up in front of the whole school and recite a poem. It doesn’t mean that we can’t do it, it only means that our fear is stopping us. We may want to try out for the choir but we are afraid we may not be good enough or that people may laugh at us. Can you think of something you are able to do but you are afraid to do? Once we try out these things we find that we CAN do them. Is there anything you are unable to do? Will you ever be able to do it-let the children come up with ideas. If they need some help ask questions such as : Can you drive a car? Do you think you will ever be able to drive a car? Are you able to … ? What does it mean if we say that someone is disabled?-Allow some discussion from the children. People with disabilities may want to do something but there is a physical or mental barrier that stops them: A blind person cannot see no matter how much he would like to, a deaf person cannot hear, someone who is paralysed cannot walk, someone who is mute cannot speak, and someone who is mentally impaired cannot think in the same way as we can. Do you know anyone who is disabled? What are they able to do? What do they find difficult to do? What do these words mean? I am able-the power to do something/I can do it. I am unable- I am not able to do something. I am disabled-something that may make it difficult for me to do something that I want to do There are 2 types of disabilities:

a) Visible b) Invisible

A) Visible Disabilities These are disabilities that we can see or there is a sign that the person has a disability e.g you may not realize just by looking at someone that he is deaf but you may notice he has a hearing aid and when he starts to “talk” he uses sign language. The same thing is true of someone who is vision impaired- you will notice he is using a white cane or that he has a

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guide dog. Very often if someone has a visible disability we presume that he will be unable to complete a task or participate in an activity. This can be very irritating to that person and can certainly hurt his feelings.

B) Invisible Disabilities Many children have disabilities that you cannot see. A learning disability results from a difference in the way a person’s brain is “wired”. Children with learning disabilities may be as smart or even smarter than their peers. But they may have difficulties with reading, writing, spelling, reasoning, recalling and organizing. They may need to be taught in a slightly different way. Sometimes because we can’t see the disability and the person looks “fine on the outside” we may become irritable with them and think they are making it up.

Visible Disabilities Invisible Disabilities

Description Person’s obstacle is visible e.g use of wheelchair, prosthesis, hearing aid

Person’s limitations are invisible from outside e.g. heart problems, learning disabilities, extreme pain

Different Frustrations Although the person may LOOK as if he can’t do something, they can often participate. People presume they can’t do something even when they say they can.

The person may look as if completing the task will be easy, but they may not be able to do so. People presume they should be able to do something even when they say they can’t.

Similar Frustrations People presume they know what they can do just by looking at them. They do not want to be pre-judged by looks .

People presume they know what they can do just by looking at them. They do not want to be pre-judged by their looks.

Some people may have visible and invisible disabilities. Whether someone has a visible or an invisible disability they would like to be treated just like everyone else with love, respect and understanding.

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Growing Accepting Environments Preparation: Photocopy the worksheet. Brief discussion Let’s think back to 3 sentences we were talking about last time: I am able./I am unable./ I am disabled. What do they mean? Now let’s look at what we understand about some disabilities: Name some things that this person can do and what things do you feel he might have difficulty with? a) A person who is blind b) A person who is deaf c) A person in a wheelchair d) A person who is intellectually challenged

Nobody can do everything but we can all do something. Let’s think of some of the things that we can do now?

Is there anything you will never be able to do? Why not? What is stopping you? (Encourage the children to be positive and to have big dreams.) Give each child a worksheet where they complete the sentences by drawing a picture or writing a simple sentence-you will be able to judge the level of your children)

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My name is

Something I am able to do well is

Something I have difficulty with

What I want to be when I grow up

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Peer-to- peer Solution Finding Bring the children to the mat. Teacher holds up the pictures one by one and discusses each picture with the learners. Ask the following questions:

o Can you see what the person’s abilities are? o What do you think he/she is good at?

Allow the children to come up with their own ideas e.g: I think he may be able to sing well. If they don’t seem to be coming up with any ideas you will need to prompt them e.g. Is this person able to sing? How do you know? Get across the idea that just because this child is disabled it doesn’t mean that there are not a lot of things that he is good at.

o Can you see what the person’s disability is? o What is it and how did you know?

o If this person were sitting next to you in the classroom what could you do to help

him/her?

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Teacher’s copy

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TERM 4 Sports for People with Disabilities Information Sharing Preparation: Photocopy the worksheet of the sports played by people with disabilities. You need one per group (Note: there are 2 worksheets on the page) Memory game: The learners sit in a circle. Someone is chosen to start e.g.”I like playing hockey.” The next person in the circle says :”Susan likes playing hockey. I like to swim.” The third person says: “Susan likes playing hockey, James likes to swim and I like playing soccer.” Continue around the circle with each learner adding on a new sport- see how many they can come up with!! Discussion: Why do we play sports? Allow the learners to come up with some ideas e.g.

o For fun o Builds self image o Improves health o Improves discipline o Improves confidence o Meet people with similar interests o To compete o To learn to co-operate

People with disabilities play sports for exactly the same reasons. Many children with varied disabilities can find a sport and a level of sport which is good for them. There are sports for children with

o Visual impairments o Hearing impairments o Developmental delays o Physical impairments

A sport may be modified for children with differing and varying degrees of disability.

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What kinds of sports are there for people with disabilities?

Give each group a copy of the worksheet. These are all sports that people with disabilities can play. Allow the learners to work out what each sport is. Discuss the sports with the learners. Choose some of the sports and talk about how they think that sport could be played by for example someone in a wheelchair or someone who is blind or deaf. E.g.

o Wheelchair basketball-this is a team sport played on the regulation basketball court. It can be rough because of contact of the wheelchairs. Two pushes of the chair are allowed before the ball must be passed, dribbled or shot.

o Swimming-many children with disabilities enjoy swimming because they become weightless in the water and they have a sense of physical freedom. Swimming can increase muscle strength and abilities.

o Wheelchair tennis- played on a typical tennis court. A player needs good arm strength for this game. The ball is allowed to bounce twice before a player has to hit it.

o Bowling- this is done in a typical bowling alley. Generally a lighter bowling ball is used. Some children can use metal or wooden ramps to send the ball down the lane. Some children use a bowling stick which is a pole with 4 prongs and it is used to push the ball down the lane.

o Wheelchair rugby-this is a very competitive game and is played by both males and females. It is sometimes called quad rugby because it is played by people who have been affected in both arms and legs. There are 2 teams of 4 players each on the field at one time and the squad consists of 12 players. A player scores by touching or crossing the opponent’s goal line while holding onto the ball. (on their laps) The game is played with a volley ball.

o Blind cricket-a blind cricket team is made up of 11 players, with a minimum of 4 totally blind players, 3 partially blind players and 3 partially sighted players (partially blind and partially sighted refer to the degrees of visual impairment) Totally blind players wear a band around their arm of any colour other than white or red and partially blind players wear a red band. The ball must be white and must contain a noise making device. A regular cricket bat is used. The ball is bowled underarm and must bounce at least twice before it reaches the batsman. A totally blind bowler uses a caller while bowling to help him/her to identify the location of the wickets. A totally blind batsman has a runner.

Some other sports are archery, soccer, track events, field events, table tennis and weight lifting.

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The Olympic Games This is a major international event of summer and winter sports in which thousands of athletes compete in a variety of events. The summer and winter games are held 2 years apart. The Olympic symbol consists of 5 intertwined rings representing the unity of the 5 inhabited continents. The Olympic motto is “Faster, Higher, Stronger”

The Paralympic Games This is a multi-sport event for athletes with physical and visual disabilities. This includes athletes with amputations, cerebral palsy and blindness. They are held every 4 years following the summer Olympic Games. They are designed to emphasise the athletic ability of the athletes and not their disability. They give an opportunity for athletes all over the world to come together and compete for the same thing-to be the best in their field. The motto of the games is “Spirit in Motion” Sports:

o Archery o Athletics o Basketball o Boccia o Cycling o Equestrian o Fencing o Football o Goalball o Judo o Powerlifting o Rowing o Rugby o Sailing o Shooting o Swimming o Table tennis o Tennis o Volleyball

Winter Sports:

o Alpine skiing o Ice sledge hockey o Biathlon o Cross country skiing o Wheelchair curling

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Athletes are divided according to disability and again according to the severity of the disability: o Amputee o Cerebral palsy o Wheelchair o Visually impaired o Les autres (the others)-disabilities that do not fit under any of the other categories e.g.

dwarfism, multiple sclerosis, deformities of limbs

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Answer sheet

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Use these pictures to show the learners how people with disabilities participate in sports.

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Special Olympics This is held every 2 years and alternates between summer and winter games. Special Olympics is for adults and children with intellectual disabilities. It offers year round training and competition in 30 Olympic type sports. The oath of the Special Olympics is: “Let me win. But if I cannot win, let me be brave in the attempt.” The aim is to develop physical fitness and motor skills as well as to enhance self confidence and a more positive self image. The flame of hope is a symbol of the Special Olympics. It is lit during a special ceremony in Athens, Greece and is then relayed by Special Olympics athletes and members of law enforcement agencies to its destination at the stadium where the games will be taking place. Look at these logos which have been used for the Special Olympics. Allow the children to design their own logo.

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Deaf Olympics Deaf athletes compete at an elite level. These games are held every 4 years. They were originally called International Games for the Deaf and are sometimes called International Silent Games. Hearing aids and cochlear implants are not allowed to be used in competition to make sure all athletes are on the same level. Races are started using a flash instead of a starter pistol and referees wave a flag instead of blowing a whistle. Summer Sports: Individual:

o Athletics o Badminton o Beach volleyball o Bowling o Cycling o Judo o Karate o Orienteering o Shooting o Swimming o Table tennis o Taekwondo o Tennis o Wrestling

Team:

o Basketball o Football o Volleyball

Winter Sports: Individual:

o Alpine skiing o Cross country skiing o Snowboard

Team:

o Curling o Ice hockey

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Some well known South African Paralympic Athletes Natalie du Toit Natalie du Toit was born in Cape Town on 29 January 1984. In February 2001 her left leg was amputated at the knee after she was hit by a car while riding her scooter. Three months later, before she started walking, she was back in the pool. She has competed internationally in swimming since the age of 14. During the 2002 Commonwealth Games in Manchester, she won the 50m and 100m multi –disability freestyle in record time. She also made history by being the first athlete with a disability to qualify for the finals of an able bodied event when she qualified for the 800m able bodied freestyle final. In 2003 competing against able bodied swimmers she won gold in the 800m freestyle at the All Africa Games and silver and bronze at the Afro-Asian Games. She narrowly missed qualifying for the Olympics in Athens in 2004 but won one silver and 5 gold medals at the Paralympic games. In 2006 she won 2 more gold medals at the Commonwealth Games. In 2008 she qualified for the Olympic Games. She finished 16th in the women’s 10km race and went on to win 5 gold and 1 silver medal at the Paralympic Games. She carried the South African flag for the Opening Ceremony of the Olympic Games in 2008, making her the first disabled athlete to have this honour in an able-bodied Olympics.

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Oscar Pistorius Oscar was born without the fibula in both legs and was 11 months old when both legs were amputated. As a schoolboy he played rugby, waterpolo and tennis. He began running seriously when he was 17. He ran in his first Paralympics in 2004 in Athens where he won a silver medal in the 100m and gold in the 200m. In 2005 he ran the 400m in the open/able-bodied category of the South African Championships and was placed 6th. Also in 2005 he won 2 gold medals in the Paralympic World Cup In 2008 he became the first Paralympic athlete to win gold in all 3 of the 100m, 200m and 400m events at the Paralympic games. He has broken his own world records 27 times and is known as “the fastest thing on no legs”

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Creating an Accepting Environment Let’s play Blind Cricket! You need: Cricket bat Wickets Ball which makes a noise when rolled-baby toys work well! Pieces of chiffon for blindfolds. Divide your class into teams of 11 players. 4 need thick blindfolds as they will be totally blind 3 will have 2 layers of chiffon made into a blindfold to represent the partially blind players 4 will have 1 layer of chiffon made into a blindfold to represent the partially sighted players. Any extra children will be used as runners for the blind batsmen and callers for the blind bowlers. Look back to refresh yourself on how the game is played. Decide on the number of overs to be played and begin. Afterwards discuss with the learners what they enjoyed and what they did not enjoy. How did you feel? Was it difficult etc

AND/OR Organise your own class or grade Paralympics Organise fun races but choose disabilities for the children e.g. blindfolds for blind children hire or borrow some wheelchairs

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Peer-to-peer solution finding Preparation: Ask the learners to bring board games from home. You will need a blindfold. Divide class into groups of about 6 learners. Each group is given the name of a game -if you have the game available the children may be given the actual game. Alternatively you could ask the learners to bring games from home. Egs of games- Twister, Monopoly, Pictionary, 30 Seconds, card games The group makes sure that they all know how to play the game. They discuss the rules. Once the group has worked out how the game can be played they need to test it out. However there is a twist

o one person will now be in a wheelchair -do the rules work? o one learner will be blindfolded –do the rules work for someone who is blind? o One learner will have his/her hand tied behind his back so he cannot use it- is he able to

play the game The group now consists of 3 able-bodied and 3 “disabled” learners. The task is to make up rules for the game so that people with different disabilities are also able to join in and play. Everyone must feel part of the game. Once the group has worked out how the game can be played they need to test it out again. If there is time the groups can demonstrate the games to each other or swop games between teams.